Flight Mission Challenge: Improving Earthquake Monitoring Educator’s Guide with Activities in Science, Technology, Engineering, and Mathematics Grades 5-9 Acknowledgements

• 
  The AREES Shaky Table (instructions are provided in the appendix to this Educator Guide)
  
  • 
    This table has been created and tested by AREES Master Educators.
    
• 
  Pitsco EQs Tremor Table (www.pitsco.com)
  
  • 
    Includes the Pitsco Earthquake Engineering book to guide students through the structure design and building process. Comes with five of the wood floor plates, five bolts and nuts, and 50 washers – enough to build one earthquake tower.
    
• 
  Other Shaky Table models (these have not been tested)
  
  • 
    Building a Shake Table, MCEER University of Buffalo (http://mceer.buffalo.edu/infoservice/Education/shaketableLessonPlan.asp)
    
  • 
    Shake Table, USGS Emeritus Geophysicist (http://jclahr.com/science/earth_science/shake/)
    

Online Flight Planning Tool

• 
  Getting Started
  
• 
  Airport & Flight Lines: drag & drop
  
• 
  Flight Line: add line using end point method
  
• 
  Takeoff Airport: select airport
  
• 
  Landing Airport: select airport
  
• 
  Flight Plan Report (Generate Plan and View Previous Plans)
  

If you don’t have access to a computer lab for your students, there are paper and pencil alternatives:

• 
  Draw the flight plan on a fault map of California, the U.S. or other countries.
  
• 
  Have students create a set of steps for their flight plan (similar to a MapQuest or Google Maps set of directions)
  

• 
  Request FMC: IEM Kit from NASA Dryden Education Resource Center.
  
• 
  Reserve your computer lab for a minimum of three days (Days 8-10).
  
• 
  Insure that the UAVSR Web Flight Planning Tool (http://uavsar.jpl.nasa.gov/cgi-bin/login.pl) is functional on computers in your lab and classroom. Install additional applications as needed. View the Video Tutorial and practice using the site.
  
• 
  Insure that the online resources are accessible from computers in the lab and classroom. Install additional applications as needed.
  
• 
  Identify tech support (school staff, advanced students, or community volunteers) who can assist with basic troubleshooting, the online flight planning tool, and multimedia production (presentations and podcasts)
  
• 
  For Optional Extension Quaky-Shaky Design Challenge, obtain a shake table for testing student earthquake-resistant structures.
  
• 
  Determine how students will respond to the Daily Log (i.e., in their Science Notebooks, online via a blog, or on separate sheets of paper)
  

• 
  For Optional Extension Quaky-Shaky Design Challenge, purchase materials for building the earthquake-resistant structures. We recommend either Popsicle sticks and glue or spaghetti and marshmallows.
  
• 
  Send Student Letter home to parents.
  
• 
  Select members of student groups.
  
• 
  Create a word wall for key vocabulary and terms.
  
• 
  Print copies of the Flight Mission Challenge: Improving Earthquake Monitoring Student Handbook.
  
• 
  For Optional Extension Quaky-Shaky Design Challenge , print copies of the Secondary Design Packet www.nasa.gov/pdf/324206main_Design_Packet_II.pdf OR the Elementary Design Packet http://www.nasa.gov/pdf/324205main_Design_Packet_I.pdf.
  
• 
  Obtain permission for use of images and videos of students.
  

• 
  Receive FMC: IEM Kit from NASA and practice the Totally Tubular Demonstration.
  
• 
  Download and review presentations from FMC: IEM CD or Website.
  
• 
  Procure digital camera for taking photos and videos of activities.
  

On Day 1, students are introduced to the Flight Mission Challenge and are assigned teams and roles.

In teams and role-specific groups, students complete the Jigsaw Challenge Brainstorm and Team Members worksheets.

• 
  Prior to Day
  
  • 
    Review introductory presentation and Jigsaw cooperative learning process.
    
  • 
    Have the video clip ready for viewing.
    
  • 
    Print copies of the FMC: IEM Student Workbook.
    
• 
  Sequence of Class Activities:
  
  • 
    Teacher shows the FMC: IEM Video clip to introduce students to the Flight Mission Challenge.
    
  • 
    Teacher reads aloud the Letter to Students.
    
  • 
    Students review Day 1 pages in their workbook.
    
  • 
    Students are divided into teams and assigned roles.
    
  • 
    Students complete Activity 1: Jigsaw Challenge Brainstorm, including the Jigsaw Challenge Brainstorm and Team Members worksheets.
    
  • 
    During the last five minutes (or as homework), students respond to the Daily Log.
    

Day 2: What Causes Earthquakes?

In small groups, students begin their study of what causes earthquakes by completing the Plate Tectonics and Volcanoes activity.

• 
  Prior to Day:
  
  • 
    Review Lesson 5: Plate Tectonics and Volcanism of the Astro-Venture Geology Educator Guide (http://astroventure.arc.nasa.gov/teachers/pdf/AV-Geolesson-5.pdf). This activity is part of a large curriculum unit and is organized in the 5E inquiry model and could easily take 2-3 days, instead of the one day allocated. The teacher’s resource is very detailed and worth a close review.
    
  • 
    For a 1-day activity, we recommend the following:
    
    • 
      Engage, Steps 4-5 (page 7)
      
    • 
      Explore, Steps 1-6 (page 8-11)
      
    • 
      Explain, Steps 1-2 (pages 11-12)
      
  • 
    Obtain a globe or world map (individual student or classroom size).
    
  • 
    Print student copies of Astro-Journal Geology Lesson 5: Plate Tectonics and Volcanism (pages 17-19 if you are following our recommendations above).
    
• 
  Sequence of Class Activities:
  
  • 
    Students review Day 2 pages in their workbook.
    
  • 
    In small groups (size of group depends computer availability), students complete Activity 2: Plate Tectonics and Volcanoes as outlined above.
    
  • 
    Students complete pages 17-19 of the Astro-Journal.
    
  • 
    During the last five minutes (or as homework), students respond to the Daily Log.
    

Students complete their study of earthquakes and consider how to mitigate earthquake damage. They also begin to identify possible site locations.

• 
  Prior to Day:
  
  • 
    Have NASA’s Electronic Map of the Earth (http://solidearth.jpl.nasa.gov/MEDIA/eq_map.mpg) ready to go. This is an animation of cumulative global earthquake occurrences from 1960 through 1995. Earthquakes are shown as yellow dots.
    
  • 
    Consider using the real-time earthquake monitoring add-on tool for Google Earth found on the USGS site at http://earthquake.usgs.gov/earthquakes/catalogs/. You must first have Google Earth installed on your system.
    
  • 
    The last Day 3 activity engages students in how to build an earthquake resistant building. It is worth having students read this information, even if you don’t plan to have them build a structure. You could always offer extra credit for the structure-building.
    
• 
  Sequence of Class Activities:
  
  • 
    Students review Day 3 pages in their workbook.
    
  • 
    In pairs, students complete their study of earthquakes by completing the Plate Tectonics and Earthquakes activity. Questions 1 and 2 help students make the transition from the theory of where earthquakes occur to what locations might benefit from NASA earthquake monitoring. The table helps students identify possible site locations.
    
  • 
    During the last five minutes (or as homework), students respond to the Daily Log.
    

Optional Extension: Quaky-Shaky Engineering Design Challenge

In the Engineering Extension, student teams complete the Quaky-Shaky Design Challenge. Student teams construct and test an earthquake-resistant structure. Students complete the Quaky-Shaky Design Challenge independently. On a separate date, teams test their structures.

• 
  Prior to Day:
  
  • 
    Collect and organize materials for the Quaky-Shaky Design Challenge. We recommend either Popsicle sticks and glue or spaghetti and marshmallows.
    
  • 
    Print copies of the Secondary Design Packet www.nasa.gov/pdf/324206main_Design_Packet_II.pdf OR the Elementary Design Packet http://www.nasa.gov/pdf/324205main_Design_Packet_I.pdf.
    
  • 
    Review the steps on the Design Packet of your choice. This is a wonderful way to have your students consider the design of their structure prior to building it. It also allows you to capture their thinking processes.
    
  • 
    Make sure that your Shake table is in working condition. Find a place in your classroom where there is plenty of room for the device, and where it can be seen by students.
    
  • 
    Obtain digital and video cameras to document student progress.
    
• 
  Sequence of Class Activities:
  
  • 
    Students review the Design Packet.
    
  • 
    Teacher demonstrates the Shake table so that students will understand the testing conditions.
    
  • 
    Students complete the first few steps (Identify the Problem, Identify Criteria and Constraints, Brainstorm Possible Solutions, Select a Design).
    
  • 
    Students create their model.
    
  • 
    Teacher tests student models after there has been plenty of drying time.
    
  • 
    Following the testing, students complete the remaining sections of the Design Packet (Evaluate, Refine the Design, and Share the Solution).
    
  • 
    During the last five minutes (or as homework), students respond to the Daily Log.
    

Students consider examples of G-III UAVSAR missions that were recently conducted. Teams reach consensus on site selection through sharing their findings and construct their argument for their selected site using the Argument Construction Worksheet.

• 
  Prior to Day:
  
  • 
    Be sure that students with special reading needs have access to the vocabulary (via the glossary, a word wall, or other means) as they read the Digging into Earthquakes article.
    
  • 
    You may want to have a large map of California faults available for demonstrating the mission location. (Technology tip: You may also use Google Earth to demonstrate this.)
    
• 
  Sequence of Class Activities:
  
  • 
    Students review Day 4 pages in their workbook and read the article, Digging into Earthquakes.
    
  • 
    Teacher uses a California map or Google Earth to demonstrate the scope of the mission data collection.
    
  • 
    In teams, students discuss the two questions posted under Day 4.
    
  • 
    In teams, students complete the Argument Construction Worksheet.
    
  • 
    During the last five minutes (or as homework), students respond to the Daily Log.
    
• 
  Notes:
  
  • 
    This concludes the focus on earth and physical science content.
    
  • 
    This would be a good point to assess student understanding of the science content in the lesson (i.e., Plate Tectonics, Earth’s Structure, Shaping Earth’s Surface, and Forces). You could choose a set of questions from the Multiple Choice Test Item Bank.
    

In this introduction to flight planning, students learn more about the G-III and UAVSAR instruments and how mathematics is involved in flight planning. Students observe a demonstration on the autopilot (Totally Tubular) and complete the Totally Tubular Algebra Problem Worksheet. Students learn how the UAVSAR takes images and how the area of data collection varies with altitude. In pairs, students complete the Swath Geometry Problem Set.

• 
  Prior to Day:
  
  • 
    Insure that the video clip on the Gulfstream-III is working and ready to view.
    
  • 
    Prepare the Totally Tubular materials for the demonstration. Practice the demonstration as outlined in the Totally Tubular Demonstration Directions (page XX)
    
• 
  Sequence of Class Activities:
  
  • 
    Students review Day 5 pages in their workbook.
    
  • 
    Students view the Totally Tubular Demonstration.
    
  • 
    Students complete the Totally Tubular Volume Problem Set.
    
  • 
    Students complete the Swath Geometry Problem Set.
    
  • 
    During the last five minutes (or as homework), students respond to the Daily Log.
    
• 
  Notes:
  
  • 
    Additional math activities on Air Traffic Control and distance-rate-time investigations may be found in the Smart Skies Curriculum (http://smartskies.nasa.gov/). These include Fly by Math and Line Up with Math.
    
  • 
    The student workbook includes information about the NASA Future Flight Design (http://futureflight.arc.nasa.gov/), a web-based interactive, problem-based learning environment where students in grades 5-8 learn about forces of flight and design air transportation and aircraft systems of the future.
    

Students learn more about the process of collecting and analyzing differential interferometric data. In pairs, students complete the Interpreting Interferograms activity.

• 
  Prior to Day:
  
• 
  Sequence of Class Activities:
  
  • 
    Students review Day 6 pages in their workbook.
    
  • 
    Students complete the Interpreting Interferograms Activity.
    
  • 
    During the last five minutes (or as homework), students respond to the Daily Log.
    

In pairs, students complete the Fight Plan Draft and share with their teams to reach consensus on the basics of the flight plan. As a class, students view the Online Flight Plan Tutorial and prepare for their day in the computer laboratory.

• 
  Prior to Day:
  
  • 
    Insure that the UAVSR Web Flight Planning Tool (http://uavsar.jpl.nasa.gov/cgi-bin/login.pl) is accessible and ready for your demonstration.
    
  • 
    Have printed copies of or links to maps of California, the U.S. and/or the world.
    
• 
  Sequence of Class Activities:
  
  • 
    Students review Day 7 pages in their workbook.
    
  • 
    Student teams complete the Flight Plan Draft.
    
  • 
    Optional: Students plot their flight plan (takeoff airport, departure airport, and estimated locations of three data takes) on a printed map.
    
  • 
    During the last five minutes (or as homework), students respond to the Daily Log.
    
• 
  Notes
  
  • 
    If students do not have access to computers, we recommend that you still demonstrate the online tool. Then students can model the same results on printed maps.
    

Day 8: Web Flight Planning Tool

In pairs, students will create their team flight plan using the G-III Online Flight Planning Tool. Each pair of students will create the same team plan; this will allow teams to compare plans and choose the best results for reporting.

• 
  Prior to Day:
  
  • 
    Insure that the UAVSR Web Flight Planning Tool (http://uavsar.jpl.nasa.gov/cgi-bin/login.pl) is accessible on the computers in the lab. Recruit some volunteers to assist students. Possibilities include the school/district tech support staff, computer lab aide or instructor, advanced students, or even students who completed the assignment in an earlier period.
    
• 
  Sequence of Class Activities:
  
  • 
    Students review Day 8 pages in their workbook.
    
  • 
    Student pairs complete the flight plan.
    
  • 
    During the last five minutes (or as homework), students respond to the Daily Log.
    
• 
  Notes:
  
  • 
    If the online planning tool is not available, have students create flight plans using a printed map and as a set of directions. You can model this approach using MapQuest or Google Maps.
    
  • 
    Students should be sure to save both printed and digital versions of their summary, maps, and configuration files.
    

Teams complete the Creating the Argument for Your Proposal: Defending Your Flight Plan and draft their Multimedia Proposal Flowchart Flight Plan. Teams make decisions on which flight plan to use in their presentation and work on their multimedia proposal. Teams confer with the teacher to receive feedback on strengths and weaknesses.

• 
  Prior to Day:
  
  • 
    Identify rotation for team conferences. One approach is to quickly dispatch the teams who are working effectively, and then focus on the teams with greater needs. An opposite approach is to focus on the teams with greater needs and then meet with more effective teams as time permits.
    
• 
  Sequence of Class Activities:
  
  • 
    Students review Day 9 pages in their workbook.
    
  • 
    As a team, students complete the Creating the Argument for Your Proposal and draft their Multimedia Proposal Flowchart Flight Plan.
    
  • 
    Teams review the Proposal Checklist and Scoring Guide and identify strengths and areas of improvement for their multimedia project on their Pre-Conference Form. They conference with the teacher and receive feedback.
    
  • 
    During the last five minutes (or as homework), students respond to the Daily Log.
    

Teams work on their multimedia proposals, using whatever applications are available. Team conferences continue as needed.

• 
  Prior to Day:
  
  • 
    Consider whether you’d like to provide a day of training on one or more of the applications available for multimedia. Recruit volunteers to provide training and/or support as needed.
    
• 
  Sequence of Class Activities:
  
  • 
    Students review Day 10 pages in their workbook.
    
  • 
    Students work in teams to create their multimedia proposals.
    
  • 
    During the last five minutes (or as homework), students respond to the Daily Log.
    

Teams present their multimedia proposals. Proposals are judged and top winners are selected for submission to NASA. Students may also be assed via a multiple choice assessment created from the test bank provided.

• 
  Prior to Day:
  
  • 
    Print copies of the Multimedia Proposal Critique form (4 to a page).
    
  • 
    Decide how students will showcase their proposals and plan the rotation schedule if appropriate. Consider these showcase possibilities:
    
    • 
      Teams present to whole class; entire class critiques each proposal.
      
    • 
      Teams present to another class; entire class critiques each proposal.
      
    • 
      Teams load their multimedia proposals on a class wiki. Individually or in pairs, students review and critique proposals.
      
• 
  Sequence of Class Activities:
  
  • 
    Multimedia proposals are presented and critiqued.
    
  • 
    During the last five minutes (or as homework), students respond to the Daily Log.
    

• 
  Make notes for next year’s implementation.
  
• 
  Repack and return FMC: IEM Kit to NASA.
  
• 
  Assist selected students in completing Challenge paperwork for submission to NASA.
  
• 
  Share student projects with school/district administrators and community/family members.
  

1. 
   At which type of plate boundary do strike-slip faults occur?
   

1. 
   Divergent
   
2. 
   Convergent
   
3. 
   Dinner
   
4. 
   Transform
   

2. 
   At which type of plate boundary do normal faults occur?
   

1. 
   Divergent
   
2. 
   Convergent
   
3. 
   Dinner
   
4. 
   Transform
   

3. 
   At which type of boundary do reverse faults occur?
   

1. 
   Divergent
   
2. 
   Convergent
   
3. 
   Dinner
   
4. 
   Transform
   

4. 
   What type of plate boundary is involved in the San Andreas Fault?
   

1. 
   Convergent
   
2. 
   Divergent
   
3. 
   Transform
   
4. 
   Tension
   

5. 
   What is a flight plan?
   

1. 
   Provides a general overview of the flight objectives
   
2. 
   A lesson plan to give to the passengers
   
3. 
   Provides multiple stops that the aircraft will take
   
4. 
   Informs other pilots of your intent
   

6. 
   Who is in charge of conducting the pre-flight for an aircraft?
   

1. 
   The person who owns the aircraft
   
2. 
   The airport where the plane is located
   
3. 
   The pilot in command is responsible for determining that the airplane is safe for flight
   
4. 
   Palmdale Airport
   

7. 
   When should you have your flight plan completed?
   

1. 
   Your plan should be completed two weeks before take off
   
2. 
   Your plan should be completed one week before take off
   
3. 
   Your plan should be completed during flight
   
4. 
   Your plan should be completed before takeoff.
   

8. 
   Why is communication so important for pilots when talking to various towers?
   

1. 
   To avoid in air accidents.
   
2. 
   It is a professional courtesy.
   
3. 
   It is a mandatory process.
   
4. 
   To confirm aircraft policies.
   

9. 
   To get a complete weather briefing for the planned flight, the pilot should:
   

1. 
   Request a standard briefing
   
2. 
   Request an abbreviated briefing
   
3. 
   Request a general briefing
   
4. 
   Listen to the radio
   

10. 
    How will you ensure that you will have enough fuel to arrive at your destination?
    

1. 
   You should know how much fuel is in the fuel tanks
   
2. 
   You should know the distance to your destination
   
3. 
   You should know the “fuel burn” data of your aircraft
   
4. 
   All of the above
   

11. 
    If your aircraft burn 500 gallons per hour and you have 5500 gallons of fuel on board (plus 250 gallons reserve), what is your maximum flight time?
    

1. 
   11 hours
   
2. 
   9 hours
   
3. 
   5 hours
   
4. 
   4 hours
   

12. 
    If your aircraft burns an average of 3600 pounds of fuel per hour and you have 23,400 pounds of fuel on board, what is your maximum flight time (with a reserve of 1800 pounds of fuel)?
    

1. 
   4 hours
   
2. 
   3 hours
   
3. 
   6 hours
   
4. 
   12 hours
   

13. 
    If you have 6 hours of fuel and your mission requires 2 hours on station for data collection, what is your operating radius? How far can you fly?
    

1. 
   4 hours round trip
   
2. 
   2 hours round trip
   
3. 
   3 hours round trip
   
4. 
   5 hours round trip
   

14. 
    If you have 12 hours of fuel and your mission requires 4 hours on station for data collection, what is your operating radius? How far can you fly?
    

1. 
   5 hours round trip
   
2. 
   7 hours round trip
   
3. 
   6 hours round trip
   
4. 
   4 hours round trip
   

15. 
    If a G-III flies for 5 hours and covers a distance of approximately 2250 nautical miles, what is the average airspeed?
    

1. 
   11250 miles per hour
   
2. 
   450 miles per hour
   
3. 
   2250 miles per hour
   
4. 
   400 miles per hour
   

16. 
    Flying a mission on the G-III, what is the sensor that is on board that will measure fault lines, soil moisture, etc.?
    

1. 
   ABCFGH
   
2. 
   UBAND
   
3. 
   UAVSAR
   
4. 
   Alerion
   

17. 
    How high can the G-III fly when gathering data?
    

1. 
   Around 40,000 feet
   
2. 
   Around 30,000 feet
   
3. 
   Around 90,000 feet
   
4. 
   Around 60,000 feet
   

18. 
    What is the full name of the acronym UAVSAR?
    

1. 
   Ultraviolet Acceleration Vehicle Soaring Above Rain
   
2. 
   Useful Antelope Valley System for Attacking Resources
   
3. 
   Unmanned Air Vehicle Synthetic Aperture Radar
   
4. 
   Another Government Program
   

19. 
    What does a SAR system do?
    

1. 
   Provide Search And Rescue system for downed pilots
   
2. 
   Search for wildfires in California’s forests
   
3. 
   Search for extraterrestrial life on other planets
   
4. 
   Provide a highly accurate radar system
   

20. 
    The UAVSAR takes images
    

1. 
   From the front
   
2. 
   To the left
   
3. 
   To the right
   
4. 
   From the back
   

21. 
    True or False: It does not matter how high the G-III is flying for the UAVSAR to take the images.
    

1. 
   True
   
2. 
   False
   

22. 
    The UAVSAR is a remote sensor that uses
    

1. 
   Microwaves
   
2. 
   Radio waves
   
3. 
   X-rays
   
4. 
   Infrared waves
   

23. 
    The UAVSAR is mounted on the G-III’s
    

1. 
   Wings
   
2. 
   Nose
   
3. 
   Belly
   
4. 
   Tail
   

24. 
    The G-III flies a series of lines to obtain data. These lines are
    

1. 
   Perpendicular
   
2. 
   Zig zag
   
3. 
   Parallel
   
4. 
   Curved
   

25. 
    When the UAVSAR is working, the G-III is controlled by
    

1. 
   Autopilot
   
2. 
   Copilot
   
3. 
   Pilot on the ground
   
4. 
   None of the above